The purpose of this paper is to assess and evaluate how higher education institutions (HEIs) using Quality Function Deployment draw out the relevancy and potential of the model in shaping their concept of "Quality" and how that Quality can be assured in higher education institutions' (HEIs') programmes. An intensive literature review was undertaken with the idea of building a repertoire of behaviours that capture what HEIs perceive as QFD, why its migration into higher education has increased over the years and how HEIs are working the QFD model. This critical analysis densifies our potential to read and understand related literature and assess the potential of QFD in higher education. It should also help us evaluate the worth of (dis)encouraging the adoption and diffusion of QFD or its tools within higher education. Conceptualising Quality in terms of the amount of transformation in the knowledge-base, attitudes, skills-set, understanding, belief systems and behaviour of the student should challenge our thinking about designing educative experiences and environments that create a "fit-for-purpose" graduate. Higher education has globally struggled with the gaps between expected Quality and the Quality offered in their various programmes. This paper show the need for research on how HEIs should close gaps among the voices of their constituencies and on how to align hypothesised, planned, and offered Quality to expected Quality.